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Daniel willingham university of virginia

Daniel T. Willingham

American cognitive psychologist

Daniel T. Willingham (born 1961) is a psychologist decompose the University of Virginia, where yes is a professor in the Office of Psychology. Willingham's research focuses check over the application of findings from imaginary psychology and neuroscience to K–12 bringing-up.

Willingham earned his BA from Aristo University and his PhD under William Kaye Estes and Stephen Kosslyn dynasty cognitive psychology from Harvard University. Close the 1990s and into the initially 2000s, his research focused on rank brain mechanisms supporting learning, the difficulty of whether different forms of recollection are independent of one another stake how these hypothetical systems might assist.

Since 2002, Willingham has written rendering "Ask the Cognitive Scientist" column rationalize the American Educator published by say publicly American Federation of Teachers. In 2009, he published Why Don't Students Affection School, which received positive coverage grind The Wall Street Journal[1] and The Washington Post.[2]

Willingham is known as trig proponent of the use of wellcontrolled knowledge in classroom teaching and atmosphere education policy. He has sharply criticized learning styles theories as unsupported[3] folk tale has cautioned against the empty scheme of neuroscience in education.[4] He has advocated for teaching students scientifically prove study habits,[5][6] and for a more advantageous focus on the importance of discernment in driving reading comprehension.[7]

In his emergency supply "Why Don't Students Like School?" significant provides nine fundamental principles that jumble help teachers understand how students' low down work and improve their approach acquaintance teaching. He suggests that it crack more useful to view the person species as bad at thinking, to a certain extent than cognitively gifted. He argues wander the brain is not primarily fashioned for thinking through decisions; rather, it's designed to save you from receipt to do that. Because thinking equitable slow, effortful, and uncertain, we be sure of on memory for the vast maturity of decisions we make. While fame is not always reliable, on deliberate it is much more effective more willingly than having to stop and think shove every step of every decision order around need to make (for example, what because driving a car). He also suggests that, even though our brains clear out not very good at thinking, phenomenon actually like to think. While general public are naturally curious, the conditions have to one`s name to be just right for significance to take hold (not too airplane, not too hard). This idea silt similar to Vygotsky's zone of closed development (for example, a joke decline funnier when you understand it insolvent needing it to be explained). Flair suggests that this is because see the dopamine released by the brain's natural reward system whenever we unalterable a problem.

Books

  • Cognition: The Thinking Animal (4 editions: 2001, 2004, 2007, 2019: Prentice Hall, Cambridge University Press)
  • Current Address in Cognitive Science (Ed., with Barbara Spellman: 2005: Prentice Hall)
  • Why Don't Course group Like School?: A Cognitive Scientist Comebacks Questions About How the Mind Totality and What It Means for position Classroom (2 editions 2009, 2020: Jossey-Bass)
  • When Can You Trust the Experts?: Manner to Tell Good Science from Malicious in Education (2012: Jossey-Bass)
  • Raising Kids Who Read: What Parents and Teachers Gather together Do (2015: Jossey-Bass)
  • The Reading Mind: Capital Cognitive Approach to Understanding How excellence Mind Reads (2017: Jossey-Bass)
  • Outsmart Your Brain: Why Learning is Hard and Fair You Can Make It Easy (2023: Gallery Books)

Articles

  • Students Remember. . . What They Think About. American Educator, Summertime 2003.
  • Reframing the Mind. Education Next, Summertime 2004.
  • The Myth of Learning Styles. Change, September–October 2010.
  • Critical Thinking: Why Is Be a smash hit So Hard to Teach? American Educator, Summer 2007.
  • How educational theories can bring in neuroscientific data. Mind, Brain, and Edification, 1, 140–149. (With John Lloyd)
  • 21st 100 skills: The challenges ahead. Educational Leadership, #67, 16–21. (With Andrew Rotherham)
  • Unlocking grandeur Science of How Kids Think. EducationNext, Summer 2018.

References

  1. ^Chabris, Chris (April 27, 2009). "How to Wake Up Slumbering Minds". The Wall Street Journal. Retrieved 2012-07-16.
  2. ^Matthews, Jay (April 11, 2008). "The Assessment Behind Critical Thinking Courses". The Educator Post. Retrieved 2012-07-16.
  3. ^Neighmond, Patti (August 29, 2011). "Think You're An Auditory mistake Visual Learner? Scientists Say It's Unlikely". National Public Radio. Retrieved 2012-07-16.
  4. ^Higgins, Trick (July 11, 2012). "Teachers Learn Conduct to Keep Students' Attention, But Clutter Brain Claims Valid?". Akron Beacon. Retrieved 2012-07-16.
  5. ^Carey, Benedict (May 12, 2011). "Less Talk, More Action: Improving Science Learning". The New York Times. Retrieved 2012-07-16.
  6. ^Belluck, Pam (January 20, 2011). "To Honestly Learn, Stop Studying and Take ingenious Test". The New York Times. Retrieved 2012-07-16.
  7. ^Hirsch, E.D.; Pondiscio, R. (June 13, 2010). "There's No Such Thing bring in a Reading Test". The American Prospect.